Week 32 — Printable Lesson Packet

Mathematics

Objective: Students will read, write, and represent three-digit numbers in standard, word, and expanded form and with base-ten drawings (2.NBT.A.1, 2.NBT.A.3).

1. 10 min — Warm-Up: Ask your child to retell last week's checklist for two-step problems. Then hold up 10 bundles of 10 straws (or 10 groups of 10 beans) and ask, 'How many? How do you know?' Say together: '10 tens make 100.'
2. 15 min — Mini-Lesson: Review place value to 1000 (first taught Weeks 2 to 5). Display 583. Your child writes it in words (five hundred eighty-three), in expanded form (500 + 80 + 3), and draws 5 flats, 8 rods, 3 units. Repeat with 407 (watch for the empty tens place) and 960.
3. 15 min — Practice: Number card mix-up: write digits 0 through 9 on index cards. Your child draws three cards, builds the largest number and the smallest number possible, and records both in all three forms. Do four rounds. Ask each time: 'What does the 7 mean in this number?'
4. 5 min — Wrap-Up: Ask: 'What happens if I put a zero in the tens place? Does the number get smaller?' File one number in three forms in the portfolio.

Materials: straws or dried beans, rubber bands, place value chart, paper, pencil, index cards, folder

English Language Arts

Objective: Students will ask and answer questions about key details in an informational text (RI.2.1, first taught in Week 7) and take research notes from a source (W.2.7, first taught in Week 10).

1. 15 min — Shared Reading: Read the first half of Who Would Win? Lion vs. Tiger by Jerry Pallotta, stopping at the size and weight pages. Say: 'Back in Week 7 we learned to ask questions before, during, and after nonfiction.' Before reading, write two questions your child has about lions and tigers on sticky notes and stick them to the cover.
2. 10 min — Mini-Lesson: Model a 'Question, Answer, Page' chart: Question: How heavy is a tiger? Answer: found on the weight page. Show that a nonfiction answer is often in a caption or a fact box, not only in the main text. Move any sticky-note question that was answered to the chart.
3. 15 min — Guided Reading: Your child rereads the pages on teeth and claws and writes two new questions and answers on the chart, each with a page number. Then they choose the one fact that surprised them most and read it to you.
4. 15 min — Writing Workshop: Research review from Week 10. Set up a 'Big Cat Facts' notes page with two columns, Lion and Tiger. Your child writes three short facts in each column from today's reading, in their own words, no full sentences needed yet.
5. 10 min — Word Study: Suffix review from Week 7 with words from the book: powerful, fearless, quickly, sharpness. Your child covers the suffix, reads the base, uncovers it, reads the whole word, and tells what the suffix adds ('-less means without').

Materials: Who Would Win? Lion vs. Tiger by Jerry Pallotta, sticky notes, pencil, reading notebook, index cards, writing notebook

Science

Objective: Students will count and record the different kinds of living things in a small outdoor area to review the idea of biodiversity (2-LS4-1).

1. 5 min — Science Question of the Week: Ask: 'Last week we followed one bean through its life cycle. How many different kinds of living things do you think live in one square of our yard or a nearby park?' Have your child write a guess on a sticky note before you go outside.
2. 20 min — Investigation: Lay a piece of string in a square about as wide as your child's arms (roughly 1 meter on each side) on grass, dirt, or a sidewalk edge with weeds. For 10 minutes your child looks closely, using a spoon to lift leaves, and tallies each different kind of living thing in a table with columns for plants, insects and bugs, and other (worms, birds seen overhead, mushrooms). Then repeat the tally in a second square on a different surface, such as bare pavement.
3. 5 min — Wrap-Up: Compare the two tallies. Ask: 'Which square had more kinds of living things? Why do you think that is?' Review the word biodiversity from Week 25: more kinds of living things means more biodiversity.

Materials: 4 meters of string or yarn, plastic spoon, notebook, pencil, sticky note, magnifying glass (optional)

Mathematics

Objective: Students will skip-count by 5s, 10s, and 100s and compare three-digit numbers using >, =, and < (2.NBT.A.2, 2.NBT.A.4).

1. 10 min — Warm-Up: Count aloud together by 5s from 340 to 400, by 10s from 470 to 560, and by 100s from 250 to 950. Then count backward by 10s from 610 to 530.
2. 15 min — Mini-Lesson: Review comparing (first taught Week 6). Write 624 and 642. Ask: 'Which place do we check first?' Compare hundreds (same), then tens (2 versus 4), so 624 < 642. Do 809 and 89 (different number of digits), and 550 and 505. Say the comparison in a full sentence each time.
3. 15 min — Practice: Explore with a compare game: each player draws three digit cards and builds a number. The player with the greater number writes the comparison sentence and keeps the cards. Play eight rounds, and twice require the smaller number to win instead. Support: use a place value chart to line up digits. Stretch: draw four cards and compare four-digit numbers by the same rule.
4. 5 min — Wrap-Up: Ask: 'Why do we start with the hundreds place when we compare?' Have your child write one true comparison sentence for the portfolio.

Materials: hundreds chart, paper, pencil, index card digits, folder

English Language Arts

Objective: Students will identify the main topic of a multi-paragraph text and the focus of specific paragraphs (RI.2.2, first taught in Week 8) and turn notes into an informational paragraph.

1. 15 min — Shared Reading: Finish Who Would Win? Lion vs. Tiger, from the hunting pages through the fight and the checklist. Say: 'In Week 8 we learned that a book has one main topic and each page has its own smaller focus.' After every two pages ask: 'What was this page mostly about, in three words or fewer?'
2. 10 min — Mini-Lesson: Draw a big circle labeled Main Topic and write 'Which big cat would win a fight' inside. Draw four small circles around it and fill in page-level topics with your child: size, teeth and claws, hunting, the fight. Say: 'Small topics all point back to the big one.'
3. 15 min — Independent Reading: Your child chooses any other nonfiction book from the library basket, reads for ten minutes, and makes their own big-circle, small-circle map for it. Ask them to explain their map to you in one minute.
4. 15 min — Writing Workshop: Informational writing review from Weeks 7 and 8. Using Monday's notes, your child writes a paragraph called 'All About Tigers' or 'All About Lions': topic sentence, three fact sentences, closing sentence. Remind them that each fact sentence needs a capital letter and end mark (Week 29 complete sentences).
5. 10 min — Word Study: Compound word review from Week 14. Cut these into halves and have your child rebuild and read them: eye + sight, night + time, back + bone, out + run, wild + life, some + thing. Then they use two in one sentence about big cats.

Materials: Who Would Win? Lion vs. Tiger by Jerry Pallotta, paper, marker, nonfiction library book of choice, pencil, index cards, scissors, writing notebook

Social Studies

Objective: Students will describe a tradition from their own family and identify traditions in a story about another culture (D2.Geo.6.K-2, D2.His.2.K-2).

1. 10 min — Read-Aloud and Discussion: Read Fry Bread: A Native American Family Story by Kevin Noble Maillard. Stop on the 'Fry bread is time' page and ask: 'Who is cooking together? Why does the author say fry bread is history?' Explain that a tradition is something a family or community does again and again, often passed from grandparents to children.
2. 15 min — Hands-On Activity: Your child interviews you or calls a grandparent with 4 questions written on a card: What food do we make for special days? What song or game do we always play? What do we do the same way every year? Where did that tradition come from? Your child writes or draws the answers in 4 boxes on a 'Our Traditions' page.
3. 5 min — Quick Write: Your child writes: 'A tradition in my family is ____. It started with ____.' Support: dictate the sentence while your child fills in the blanks. Stretch: add a third sentence explaining why the family keeps the tradition going.

Materials: Fry Bread by Kevin Noble Maillard, index card, paper, pencil, crayons

Mathematics

Objective: Students will add within 1000 using base-ten drawings and a written method with regrouping (2.NBT.B.7).

1. 10 min — Warm-Up: Ten more, ten less, hundred more, hundred less for 468, 792, 305, and 950. Then ask: 'What do we do when we have more than 9 ones?' Answer together: 'Bundle ten ones into a ten.'
2. 15 min — Mini-Lesson: Review addition within 1000 with models (first taught Week 9). Solve 347 + 285: draw 3 flats 4 rods 7 units and 2 flats 8 rods 5 units, combine units (12, regroup to 1 rod 2 units), combine rods (13, regroup to 1 flat 3 rods), combine flats (6). Answer 632. Then show the same problem in the written column method and match each regrouping to the drawing.
3. 15 min — Practice: Your child solves 456 + 237 (693), 178 + 364 (542), 529 + 391 (920), and 685 + 275 (960), drawing the model for the first two and using the column method for the last two. For each, circle where a regroup happened.
4. 5 min — Wrap-Up: Ask: 'Which problem needed two regroups? How did you know?' Add one model to the portfolio with the regroup circled.

Materials: straws or dried beans, paper, pencil, base-ten blocks or drawn squares, folder

English Language Arts

Objective: Students will use text features such as headings, captions, bold words, and glossaries to locate information efficiently (RI.2.5, first taught in Week 9) and gather facts from two sources.

1. 15 min — Shared Reading: Read Big Cats by Elizabeth Carney (National Geographic Kids Readers). Before the first page, do a 'feature hunt' from Week 9: your child finds the table of contents, one heading, one caption, one bold word, and the glossary, and marks each with a sticky flag.
2. 10 min — Mini-Lesson: Play 'Find It Fast'. Say: 'Find where the book tells how fast a cheetah runs.' Time your child using the table of contents versus flipping every page. Say: 'Text features are shortcuts. Headings tell us where, captions tell us what a picture shows, bold words tell us to check the glossary.'
3. 15 min — Guided Reading: Your child picks two bold words from Big Cats, finds each in the glossary, and writes the word and meaning in the reading notebook. Then they compare: 'What does Big Cats say about tigers that Who Would Win? also said? What is new?'
4. 15 min — Writing Workshop: Gathering from sources review from Week 10 and Week 28. Your child adds a third column, 'From Big Cats', to the Big Cat Facts page and writes two new facts with the page number next to each. Say: 'A researcher always knows where a fact came from.'
5. 10 min — Word Study: Dictionary and glossary skills review from Week 15. Give your child a children's dictionary and three words from this week (predator, habitat, stripes). They find each using the guide words, read the meaning aloud, and tell which meaning fits the book. Support: mark the correct page with a sticky note first. Stretch: have them find a fourth word of their own and write a sentence using it.

Materials: Big Cats by Elizabeth Carney (National Geographic Kids Readers), Who Would Win? Lion vs. Tiger by Jerry Pallotta, sticky flags, kitchen timer, reading notebook, pencil, children's dictionary, sticky notes, writing notebook

Science

Objective: Students will review the properties of matter by sorting kitchen materials by observable properties and testing which are best for a purpose (2-PS1-1, 2-PS1-2).

1. 5 min — Review: Ask: 'In Unit 1 we described matter by its properties. Name three properties we can observe.' List them on an index card: color, hardness, texture, flexibility, whether it soaks up water. Show a spoon and ask your child to describe it with three of those words.
2. 20 min — Deeper Investigation: Gather 8 objects: a cotton ball, a metal spoon, a rubber band, a plastic lid, a wooden block or clothespin, a piece of foil, a sponge, and a rock. Your child sorts them three ways, one property at a time (hard or soft, bends or does not bend, sinks or floats in a bowl of water), and records each sort in a table. Then pose a purpose: 'Which one would you pick to soak up a spill, and which to hold a door open?' Your child tests both picks.
3. 5 min — Data Discussion: Ask: 'Did any object change groups when we changed the property?' Point out that the same object can be hard and also float (the plastic lid), so scientists describe matter with many properties, not just one.

Materials: cotton ball, metal spoon, rubber band, plastic lid, wooden block or clothespin, foil, sponge, rock, bowl of water, towel, notebook

Mathematics

Objective: Students will subtract within 1000 using models and explain why the strategy works in words (2.NBT.B.7, 2.NBT.B.9).

1. 10 min — Warm-Up: Mental math (first taught Week 10): 600 - 100, 450 - 10, 380 + 100, 999 - 10, 210 - 100. Then set out a picnic price list on paper: cups 35 cents, plates 48 cents, napkins 19 cents. Ask which is cheapest and which is most.
2. 15 min — Mini-Lesson: Review subtraction within 1000 with regrouping (Week 9) and explaining (Week 11). Solve 523 - 268: draw 5 flats 2 rods 3 units, trade 1 rod for 10 units (13 units), take 8; trade 1 flat for 10 rods (11 rods), take 6; take 2 flats. Answer 255. Your child explains each trade in a sentence, such as 'I traded a ten for ten ones because I did not have enough ones.'
3. 15 min — Practice: Apply with story problems: 'The picnic needs 400 cups. We have 236. How many more?' (164). 'A store had 712 plates and sold 385' (327). 'A bag held 650 napkins; 470 were used' (180). Your child solves each with a model or column method and writes one sentence explaining a regroup.
4. 5 min — Wrap-Up: Ask: 'How is subtracting with regrouping the opposite of adding with regrouping?' File the cup problem in the portfolio, since it connects to the Week 36 picnic.

Materials: paper, pencil, base-ten blocks or drawn squares, folder

English Language Arts

Objective: Students will identify the author's purpose (RI.2.6, first taught in Week 10) and explain how the author's reasons support the winner (RI.2.8, first taught in Week 16), then write their own opinion with reasons.

1. 15 min — Shared Reading: Reread the checklist and fight pages of Who Would Win? Lion vs. Tiger. Say: 'In Week 10 we asked why an author writes: to teach, to persuade, or to entertain. Jerry Pallotta does two of these at once. Which two?' Then ask the Week 16 question: 'What reasons does the author give for who wins?'
2. 10 min — Mini-Lesson: Draw a table with two legs. Write the author's point on the top ('The tiger would win') and one reason on each leg, copied from the checklist. Say: 'A point without reasons is a table without legs. It falls over.'
3. 15 min — Guided Reading: Your child looks back through the book to find a third reason, adds a third leg to the table, and then reads the checklist page aloud with a sports-announcer voice for fun and fluency.
4. 15 min — Writing Workshop: Opinion writing review from Weeks 13 and 15. Your child writes 'I think the ____ would win because...' with two reasons from their Big Cat Facts notes, connected with because, also, and another reason. They may agree or disagree with the author, but each reason must come from a book.
5. 10 min — Word Study: Context clue review from Week 16. Read these book sentences with the target word covered and have your child guess it, then uncover and check: 'A lion's mane protects its neck', 'Tigers are solitary and hunt alone', 'Lions live in groups called prides'. Discuss which nearby words gave the clue.

Materials: Who Would Win? Lion vs. Tiger by Jerry Pallotta, paper, marker, index cards, writing notebook, pencil

Social Studies

Objective: Students will compare traditions across cultures and create a culture quilt square showing food, celebration, and language from their own family (D2.Geo.6.K-2, D2.His.2.K-2).

1. 10 min — Review and Extend: Reread two pages of Fry Bread and then look at a photo or library book showing a different family celebration, for example Lunar New Year, Diwali, or a Fourth of July picnic. Make a two-column chart labeled Same and Different: both gather family, both share food, but the foods and clothing differ. Ask: 'Why do people in different places have different traditions?' Guide toward climate, history, and what grows nearby, connecting to Week 11 on natural resources.
2. 15 min — Project Work: Cut a 6-inch paper square and divide it into 4 triangles with an X. Your child draws a family food in one, a celebration in another, a word or greeting the family uses in the third, and a game or song in the fourth. Tape the square onto a poster next to a second square your child makes for the family in Fry Bread.
3. 5 min — Share Progress: Your child presents the two squares to a family member and explains one thing that is the same about the two families and one thing that is different.

Materials: Fry Bread by Kevin Noble Maillard, library book or photo of another celebration, 2 paper squares, ruler, crayons, tape, poster board

Mathematics

Objective: Students will demonstrate place value understanding and add and subtract within 1000 on a mixed assessment (2.NBT.A.1, 2.NBT.A.3, 2.NBT.A.4, 2.NBT.B.7).

1. 10 min — Warm-Up: Quick review round: say 726 in words, write 300 + 40 + 9 as a number, compare 481 and 418, and count by 100s from 175. Ask your child which of this week's skills felt easiest and which felt hardest.
2. 15 min — Mini-Lesson: Model one complete problem from each part of the assessment so the format is familiar: represent 604 three ways, compare 356 and 365, solve 289 + 436 (725), and solve 800 - 347 (453). Talk through where errors usually happen (empty places and double regroups).
3. 15 min — Weekly Assessment: Part 1: write 917 and 380 in words and expanded form. Part 2: compare 472 and 427, 600 and 599, 815 and 851 with symbols. Part 3: mental math, 10 more and 100 less for 543 and 990. Part 4: add 368 + 254 (622) and 495 + 305 (800); subtract 731 - 286 (445) and 500 - 124 (376). Allow drawings.
4. 5 min — Wrap-Up: Portfolio routine: file the assessment and write one sticky note: 'A place value fact I know for sure is...' Preview next week: fluency within 20 and strategies within 100.

Materials: paper, pencil, assessment sheet, base-ten blocks optional, folder, sticky note

Assessment: Mixed place value, addition, subtraction within 1000

English Language Arts

Objective: Students will explain how images contribute to and clarify a text (RI.2.7, first taught in Week 11), demonstrate mastery of Dolch grade-2 sight words, and publish an opinion piece.

1. 10 min — Reading Celebration: Flip through both big-cat books and let your child pick their favorite diagram or photo. Ask the Week 11 question: 'What does this picture help you understand that the words alone could not?' Listen for a specific detail such as the size comparison or the paw diagram.
2. 15 min — Reading Response or Assessment: Weekly assessment. Give three short questions on paper: 1. What is the main topic of Who Would Win? Lion vs. Tiger? 2. Name two reasons the author gives for the winner. 3. Pick one picture in Big Cats and tell what it shows that the words do not. Your child answers in complete sentences.
3. 15 min — Publishing and Author's Chair: Your child copies Thursday's opinion piece neatly or types it (Week 20 digital tools review), adds a labeled drawing of the winner, and reads it aloud from the author's chair. Family members respond with 'I agree because' or 'I disagree because'. File it in the Finished Pieces folder.
4. 10 min — Phonics Check: Dolch grade-2 sight word check (Week 8 irregular and high-frequency word review). Show the 46 words on cards, one per second: always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would, write, your. Record the count correct out of 46 and set aside any missed words for daily practice.
5. 15 min — Independent Reading: Free choice reading, nonfiction encouraged. Offer another Who Would Win? title (such as Killer Whale vs. Great White Shark) and ask your child to predict the winner from the cover before reading.

Materials: Who Would Win? Lion vs. Tiger by Jerry Pallotta, Big Cats by Elizabeth Carney (National Geographic Kids Readers), paper, pencil, paper or computer, crayons, Finished Pieces folder, 46 Dolch grade-2 word cards, nonfiction library book of choice

Assessment: Three-question written response on main topic, author's reasons, and how an image supports the text; Dolch grade-2 sight word check scored out of 46; published opinion piece with two text-based reasons.

Science

Objective: Students will draw conclusions about why some places have more living things than others and connect biodiversity to the properties of the materials found there (2-LS4-1, 2-PS1-1).

1. 10 min — Drawing Conclusions: Look at Monday's two tallies. Ask: 'The pavement square had fewer living things. What properties of pavement make it a hard place to live?' Guide toward: hard, dry, no soil, soaks up no water. Your child writes one conclusion: 'More living things live where there is ____ and ____.'
2. 15 min — Extension or Art Connection: Make a biodiversity collage of the grassy square: your child draws the square on paper and glues on real bits collected outside (a leaf, a blade of grass, a seed, a pebble) and draws the animals seen, labeling each. Add a caption that names the number of different kinds counted.
3. 5 min — Week Reflection: Ask: 'Last week we said every living thing has a life cycle. Pick one thing from your square and tell me its life cycle.' Then preview next week: 'Starting Monday you will become a scientist with your own question for a science fair.' Place the tallies and collage in the portfolio folder.

Materials: Monday's tally tables, paper, glue stick, collected leaf, grass, seed, pebble, crayons, portfolio folder